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Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Behavior Rating Inventory of Executive Function (BRIEF) (Gioia et al, 2000): Parent and teacher questionnaire to assess executive function, including Inhibition, in students aged five to 18 years
NEPSY-II Inhibition Subtest (Korkman et al., 2007): Subtest that requires students aged three through 16 to name items with its opposite (e.g. name "circle" for squares)
Anderson, M. C., Green, C., & McCulloch, K. C. (2000). Similarity and inhibition in long-term memory: Evidence for a two-factor theory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(5), 1141.
Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325-346.
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94.
Berninger, V., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of Learning Disabilities, 50(4), 434-449.
Checa, P., & Rueda, M. R. (2011). Behavioral and brain measures of executive attention and school competence in late childhood. Developmental Neuropsychology, 36(8), 1018-1032.
DePrince, A. P., Weinzierl, K. M., & Combs, M. D. (2009). Executive function performance and trauma exposure in a community sample of children. Child Abuse & Neglect, 33(6), 353-361.
Doyle, C., Smeaton, A. F., Roche, R. A., & Boran, L. (2018). Inhibition and updating, but not switching, predict developmental dyslexia and individual variation in reading ability. Frontiers in Psychology, 9, 795.
Duan, X., Wei, S., Wang, G., & Shi, J. (2010). The relationship between executive functions and intelligence on 11- to 12-year- old children. Psychological Test and Assessment Modeling, 52(4), 419-431.
Ivanov, I., Schulz, K. P., London, E. D., & Newcorn, J. H. (2008). Inhibitory control deficits in childhood and risk for substance use disorders: A review. The American Journal of Drug and Alcohol Abuse, 34(3), 239-258.
Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY—Second Edition (NEPSY-II). San Antonio, TX: Harcourt Assessment.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). BRIEF: Behavior Rating Inventory of Executive Function. Odessa, FL: Psychological Assessment Resources.
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180.
Lustig, C., May, C., & Hasher, L. (2001). Working memory span and the role of proactive interference. Journal of Experimental Psychology: General, 130(2), 199-207.
McAuley, T., & White, D. (2012). A latent variables examination of processing speed, response inhibition, and working memory during typical development. Journal of Experimental Child Psychology, 108(3), 453-468.
Poon, K. (2018). Hot and cool executive functions in adolescence: Development and contributions to important developmental outcomes. Frontiers in Psychology, 8(2311), 1-18.
Samuels, W. E., Tournaki, N., Blackman, S., & Zilinski, C. (2016). Executive functioning predicts academic achievement in middle school: A four-year longitudinal study. Journal of Educational Research, 109(5), 478-490.
Sarsour, K., Sheridan, M., Jutte, D., Nuru-jeter, A., Hinshaw, S., & Boyce, W. T. (2011). Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society, 17, 120-132.
Shing, Y. L., Lindenberger, U., Diamond, A., Li, S.-C., & Davidson, M. C. (2010). Memory maintenance and inhibitory control differentiate from early childhood to adolescence. Developmental Neuropsychology, 35(6), 679-697.
Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674-2688.
Verburgh, L., Konigs, M., Scherder, E. J., & Oosterlaan, J. (2014). Physical exercise and executive functions in preadolescent children, adolescents and young adults: A meta-analysis. British Journal of Sports Medicine, 48(12), 973-979.
Vetter, N. C., Altgassen, M., Phillips, L., Mahy, C. E. V., & Kliegel, M. (2013). Development of affective theory of mind across adolescence: Disentangling the role of executive functions. Developmental Neuropsychology, 38(2), 114-125.
Wang, L. C., Tasi, H. J., & Yang, H. M. (2012). Cognitive inhibition in students with and without dyslexia and dyscalculia. Research in Developmental Disabilities, 33(5), 1453-1461